Written text production remains a relatively under-explored area in the child development literature, not only for typically developing (TD) children, but also for children with Developmental Language Disorder (DLD), despite its important role for academic performance and life success. The present study attempts the combined investigation of written text production (productivity, accuracy, and complexity) in relation to oral language, cognitive, visual-motor coordination, and handwriting skills, among 60 Greek-speaking school-age children with and without DLD (N = 30 in each group). Participants were given a battery of tasks measuring oral language (phonological awareness, receptive and expressive grammar), cognitive (rapid automatized naming, verbal working memory, visual memory--immediate and delayed), visual-motor coordination, and handwriting skills (alphabet writing fluency and copying shapes). They were also asked to write a story, given a prompt, with their productions evaluated according to productivity, accuracy and complexity. As expected, children with DLD were outperformed by TD children across all oral language measures, in most cognitive measures, on visual-motor coordination and handwriting, as well as in written text production. Results also demonstrated the contribution of oral language skills to the prediction of writing productivity and complexity among TD children, as well as that of rapid automatized naming, visual-motor coordination and alphabet writing fluency in the case of spelling accuracy among peers with DLD. Particularly, the present study highlights the importance of oral language skills, not explicitly incorporated in relevant developmental models, along with other underexplored factors, such as rapid automatized naming ability and visual motor coordination. The results are discussed in relation to research evidence emphasizing the need for comprehensive assessments of written text production determinants in languages other than English.